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    Wyświetlanie 1-3 z 3
    Tytuł:
    Group Conflict and ‘Confined’ and ‘Collaborative’ Collective Efficacy: The Importance of a Normative Core between Immigrants and Natives in an English Town
    Autorzy:
    Griffiths, Clare
    Powiązania:
    https://bibliotekanauki.pl/articles/1930070.pdf
    Data publikacji:
    2014-03-30
    Wydawca:
    Polskie Towarzystwo Socjologiczne
    Tematy:
    immigration
    crime
    conflict
    collective efficacy
    normative core
    Opis:
    It has long been contended by both the ‘old’ and ‘new’ Chicago School that immigration fractures effective community controls, resulting in increased crime, conflict and social disorder. Building on the Chicago School approach, this article provides an extended model of the theory of collective efficacy introducing two new concepts of ‘confined’ and ‘collaborative’ collective efficacy. The article is based on research carried out in an English town that experienced a mass and rapid in-migration of Polish nationals. The results of a survey of Polish migrants (n=78) and native residents (n=172) demonstrate how a perceived ‘normative core’ between diverse groups is the crucial ingredient for collaboration in social control efforts and for dissipating instances of inter-group conflict.
    Źródło:
    Polish Sociological Review; 2014, 185, 1; 91-112
    1231-1413
    2657-4276
    Pojawia się w:
    Polish Sociological Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teachers’ Collective Efficacy as a Predictor of Students’ Academic Performance in North Central Nigeria
    Autorzy:
    Laro Ibrahim, Yusuf
    Adebunmi Fasasi, Yunus
    Adam Ishola, Mustapha
    Suleiman, Yusuf
    Powiązania:
    https://bibliotekanauki.pl/articles/1837657.pdf
    Data publikacji:
    2021-06-08
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    collective efficacy
    senior secondary schools
    academic performance
    Opis:
    Public secondary schools in Nigeria occupy a significant position for providing qualitative education, yet there has been increasing public discontent with the quality of students being produced in the country’s public secondary schools. Teachers are regarded as one of the resources necessary for achieving the goals of secondary education. It is against this backdrop that this study examined teachers’ collective efficacy as a predictor of students’ academic performance in North Central Nigeria. Three research questions and hypotheses were generated to guide the study, which made use of a correlation-type descriptive research design with a population consisting of all teachers in the North Central region. An instrument titled the Teachers’ Collective Efficacy Questionnaire (TCEQ) was developed to elicit pertinent data from the participants. Also, students’ academic achievement was measured. The results of the study revealed that no substantial nexus existed between the teachers’ experience and the students’ academic achievement. However, the teachers’ verbal encouragement was found to be an important predictor of the learners’ academic success. Similarly, the teachers’ academic emphasis was a significant predictor of the learners’ academic performance. Based on this, it was established that teachers’ collective efficacy is an important predictor that can be used to improve students’ academic achievement. The study recommended that education administrators should acquaint their staff with the importance of collective efficacy towards improving students’ academic performance. It was also recommended that the government should organize workshops, seminars, and conferences for the supervisors, principals, and teachers of schools on efficacy issues and that teachers should be well motivated to maintain a high degree of efficacy in their various schools.
    Źródło:
    Multidisciplinary Journal of School Education; 2021, 10, 1(19); 101-120
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Implikacje teorii dezorganizacji społecznej dla polityki społecznej oraz pracy socjalno-pedagogicznej w środowiskach wielkomiejskich
    Implications of the Theory of Social Disorganization for Social Policy and Socio-Pedagogical Work in Metropolitan Environments
    Autorzy:
    Bernasiewicz, Maciej
    Powiązania:
    https://bibliotekanauki.pl/articles/1808270.pdf
    Data publikacji:
    2019-09-25
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    social disorganization
    social cohesion
    informal social control
    collective efficacy
    day support centre
    Opis:
    The article describes how social disorganization is conditioned by such phenomena as social cohesion, informal social control and the ability of the community to control criminal behaviour. The article reviews the research indicating the harmful practice of creating social housing zones in large cities, in which young people with low cultural and economic capital are concentrated. This tendency is not matched by the regularity of high cohesion and high informal social control in ethnically distinct neighbourhoods, but uniform in this respect, which has been revealed in the research. The response of educators, social workers, and youth activists to disadvantage areas is the organization of street work centers and group work centers in these places.
    Źródło:
    Chowanna; 2019; 339-351
    0137-706X
    2353-9682
    Pojawia się w:
    Chowanna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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